LB 

IS37 


UC-NRLF 


L  6   /:, 


Plan  For  Teaching  Nutritional  Phases  of  Health  for 

Elementary  Grades 

Purpose 

One  of  the  lessons  imposed  on  the  people  of  all  countries  by  the 
late  war  is  the  importance  of  child  health.  The  poor  status  of  health 
of  the  men  drafted  for  the  army  led  to  a  study  of  causes  underlying 
their  condition  and,  at  the  same  time,  stimulated  the  teaching  of 
health.  Educators  have  therefore  been  faced  with  the  necessity  of 
developing  courses  to  meet  this  demand.  In  the  health  program, 
nutrition  plays  a  most  important  part  and  is  one  of  the  most  neglected 
phases.  Much  agitation  and  propaganda  regarding  malnutrition  has 
led  to  the  establishment  of  special  classes  for  undernourished  children 
and  has  further  stimulated  the  school  feeding  programs  already  begun. 
Some  of  this  work  has  been  carefully  directed  and  has  led  to  good 
results,  much  of  it  has  been  unwise  and  has  tended  to  discredit  the 
importance  of  the  problem. 

"Malnutrition  is  a  term  commonly  used  to  describe  the  condition 
of  a  child  who  is  not  developing  properly."  (Campaign  against  Mal- 
nutrition—Child Health  Council.  The  index  that  has  been  most  widely 
used  to  determine  the  child's  state  of  health  has  been  weight,  and 
tables  based  upon  averages  have  been  used,  giving  the  weight  of  boys 
and  girls  .in  relation  to  height  and  age.  It  must  be  clearly  understood 
that  underweight  is  only  one  factor  in  the  diagnosis  of  malnutrition 
and,  in  many  cases,  not  the  most  important  one,  but  it  is  an  exceed- 
ingly interesting  device  to  interest  teachers  arid  pupils  in  the  health 
problem  and  also  serves  as  a  measure  of  progress.  It  is  widely  used 
as  the  most  practical  concrete  index  as  yet  developed.  The  healthy 
child  gains  in  weight  continuously,  though  not  always  uniformly,  but 
a  too  literal  application  of  the  general  principles  may  lead  to  unfortu- 
nate conclusions. 

The  earlier  types  of  nutrition  work  were  developed  with  children 
classified  as  malnourished  and  were  developed  largely  on  the  remedial 
basis.  Experience  has  seemed  to  show  that  segregation  of  groups  for 
special  teaching  is  not  sound  educational  practice  and  most  educators 
are  now  advocating  the  teaching  of  nutrition  to  all  pupils.  At  present, 
the  nutrition  work  developed  in  the  schools  is  of  two  types. 

1.  Work    with    undernourished    both    remedial    and    educational, 
usually  designated  as  nutrition  clinic  and  class  work.     This  work  must 
necessarily  be  in  the  hands  of  specially  trained  workers  since  it  involves 
treatment  as  well  as  education. 

2.  Work   with  the   two-thirds   of   the   child   population    of   school 
age  that  are  as  yet  in  a  state  of  health  that  does  not  warrant  including 
them  in  special  classes  or  giving  them  special  treatment. 

Since  such  a  large  number  of  our  children  are  included  in  group 
one  —  the  pressing  need  of  better  educational  methods  in  nutrition  teach- 
ing is  apparent  and  since  it  is  imperative  that  a  large  proportion  of 
the  population  be  reached,  the  public  schools  seemed  to  offer  the  most 
effective  avenue  of  approach.  A  survey  showed  the  entire  inadequacy 
of  available  material  adapted  to  the  use  of  public  schools.  In  addition 
to  this  the  teaching  had  been  confined  largely  to  specialists  and  was 
therefore  limited  to  such  groups  as  were  able  to  secure  their  services. 


505875 


It  seemed,  therefore,  necess'ary'  \6  "jfialtf  methods  and  material  for 
teaching  nutrition  through  the  work  given  by  the  regular  elementary 
teacher.  In  developing  this  plan  Miss  Anna  R.  VanMeter,  specialist 
in  the  Nutrition  Bureau  of  the  National  Red  Cross,  and  formerly  a 
primary  teacher,  prepared  a  first  reader,  the  beginning  of  a  Nutrition 
Series.  In  addition  to  this  it  was  planned  to  prepare  special  outlines 
in  nutrition  to  be  used  in  connection  with  physiology  and  hygiene.  The 
problem  of  special  work  with  the  children  in  Group  1  is  not  discussed 
in  this  outline  and  should  in  no  case  be  undertaken  unless  the  services 
of  a  specialist  in  nutrition  are  available. 

The  following  program  is  presented  with  the  idea  of  offering  sug- 
gestion to  teachers  and  school  workers  of  available  material  in  the  field 
of  nutrition,  possible  activities  enlisting  the  pupils  and  finally  an  outline 
of  subject  matter  adapted  to  the  needs  and  age  of  various  groups.  It 
is  not  in  any  sense  a  complete  manual  but  it  is  an  attempt  to  offer  a 
program  flexible  enough  to  meet  varying  conditions. 

It  must  never  be  forgotten  that  nutrition  is  a  part  of  a  whole 
health  program,  a  most  important  and  neglected  part  to  be  sure,  but 
still  always  connected  and  therefore  it  must  always  be  considered  in 
its  relation  to  the  whole.  No  attempt  has  been  made  to  present  the 
whole  health  program  but  the  place  of  nutrition  as  a  part  has  been 
set  forth;  In  planning  work  along  this  line  the  principles  of  psychology 
would  suggest  that  the  more  we  enlist  the  co-operation  of  the  student 
and  parents  the  more  effective  will  be  the  results.  The  laboratory 
method  of  guiding  the  children  to  teach  themselves  through  play  and 
competition,  making  them  responsible  for  their  own  reports  and  check- 
ing each  other,  seems  to  be  the  most  successful  plan  yet  devised  to 
teach  the  rules  of  health.  The  daily  and  weekly  checking  and  inspec- 
tion directed  by  the  pupils  themselves  is,  therefore,  a  most  necessary 
part  of  the  program  and  its  importance  must  not  be  minimized. 

The  importance  of  the  formation  of  habit  in  relation  to  health  and 
various  methods  of  teaching  health  habits  are  discussed  in  the  bulletins 
issued  by  the  Bureau  of  Education.  These  may  be  secured  without 
charge  by  writing  to  the  Bureau  of  Education,  Washington.  D.  C.  It 
would  seem  wise  for  each  teacher  or  principal  to  work  out  the  plan 
best  suited  to  their  conditions. 

WEIGHING  AND  MEASURING  (Teaching  of  Hygiene— Ohio  State 
Dept.  Health). 

"In  school  health  work  the  simplest  matter  with  which  to  start 
is  the  same  as  that  chosen  by  the  Federal  Children's  Bureau  of  the 
pre-school  children — weighing  and  measuring.  Gain  in  height  and 
weight  is  not  merely  a  good  index  of  health  in  childhood,  but  it  is  also 
the  best  point  of  contact  for  interesting  the  child  himself  in  proper 
food,  rest,  exercise,  etc.  Every  school  should  be  provided  with  scales, 
which  are  as  necessary  equipment  as  blackboards  and  maps.  Where 
this  is  not  possible  now,  the  different  classes  may  be  weighed  once  a 
month  at  one  school;  or  in  the  rural  sections  small  scales  may  be  taken 
to  the  school  occasionally  for  the  purpose.  Every  school,  however,  can 
easily  provide  for  measuring  heights,  by  nailing  to  the  wall  a  simple 
yard  stick  (usually  advertisement  ones  are  available  without  cost). 
For  the  little  children  the  teacher  must  do  the  weighing  and  measuring, 
but  should  explain  to  them  why  normal  standards  are  worth  striving 
for  and  how  to  attain  them.  In  the  grades  wrhere  the  children  are  old 
enough,  the  child  health  officer  should  do  the  weighing  and  measuring 
and  record  the  results  on  the  chart,  with  a  teacher  guiding  for  accur- 
acy. Each  class  should  keep  its  own  health  chart." 


MATERIAL  FOR  TEACHER 

Each  teacher  should  have  the  following  material  and  any 
question  regarding  it  may  be  addressed  to  the  Merrill-Palmer 
School. 

Bulletins  from  Bureau  of  Education,  Washington,  D.  C. 

1.  Teaching  Health  No.  4. 

2.  Teaching  Health  No.  6. 

3.  Diet  for  the  School  Child  No.  2. 

Bulletin  from  Child  Health  Organization,  New  York. 
1.     Standards  for  Nutrition  and  Growth. 
Charts  to  be  posted  in  school  room. 

1.  Right  height  and  weight  chart  for  girls.     (Bureau  of 
Education,  Washington,  D.  C.) 

2.  Eight  height  and  weight  chart  for  boys.     (Bureau  of 
Education,  Washington,  D.  C.) 

3.  Class  room  weight  record.    (Bureau  of  Education,  Wash- 
ington, D.  C.) 

Record  sheets  for  each  child  prepared  by  Wayne  County 
Chapter  of  Red  Cross. 

Daily  Food  Records  for  each  child.  (American  Red 'Cross, 
Washington,  D.  C.) 

Graphic  weight  chart  for  each  child. 

References  are  made  in  outline  to  bulletins  and  pamphlets 
in  the  following  list : 

"Food  Saving  and  Sharing,"  published  by  U.  S.  Food  Ad- 
ministration. 

Bulletin  from  Children's  Bureau,  U.  S.  Dept.  of  Labor. 

1.  "What  is  Malnutrition?"— No.  59. 

2.  "Milk— the   Indispensable   Food   for   Children,"   U.    S. 
Dept.  of  Labor,  Children's  Bureau  for  Bureau  Publication. 

Bulletins  from  Metropolitan  Life  Ins.  Co.,  New  York  City. 

1.  All  About  Milk  (Rosenau). 

2.  Food  Facts  (Armstrong). 

Farmers'  Bulletins — U.  S.  Dept.  of  Agriculture,  Washing- 
ton, D.  C.  (Superintendent  of  Documents). 

No.    413— "Care  of  Milk  and  Its  Use  in  the  Home" |0.05 

No.     582— "Green  Vegetables  and  Their  Uses  in  the  Diet"     .05 
No.     468— "Potatoes  and  Other  Starchy  Roots  as  Food".     .05 


No.    256 — "Preparation  of  Vegetables  for  the  Table" ...     .05 

No.  1211— "Home  Canning" 05 

No.  853 — "Home  Canning  of  Fruits  and  Vegetables" ...  .05 
No.  121 — "Beans,  Peas  and  Other  Legumes  as  Food" ...  .05 
No.  841— "Drying  Fruits  and  Vegetables  in  the  Home".  .05 

No.     471— "Eggs  and  Their  Value  as  Food" 05 

No.     712— "School  Lunches"   05 

No.      85— "Fish  as  Food"   05 

No.     608— "Varieties  of  Cheese" 10 

No.     487 — "Cheese  and  Its  Economical  Uses  in  the  Diet"     .05 

No.    249— "Cereal  Breakfast  Foods" 05 

No.     817— "Cereal  Foods" 05 

No.  1136— "Baking  in  the  Home" 10 

No.     298— "Food  Value  of  Corn  and  Corn  Products" 05 

Bulletins  from  Bureau  of  Fisheries,  Washington,  D.  C.,  Dept. 
of  Commerce. 

Economic  Circulars,  Nos.  11,  12,  18 05 

Literature  on  Boys'  and  Girls'  Clubs — Extension  Depart- 
ment, State  Agricultural  College. 
Bulletins  from  State  Board  of  Health- 
Food  and  Dairy  Kegulations. 
Sanitary  Kegulations. 

Langworthy  Charts — Composition  of  Food  Materials,  U.  S. 
Dept.  of  Agriculture,  Washington,  D.  C.    Price  $1.00. 
Meat  Charts— Wilson  &  Co.,  Chicago,  111.  (free). 
Bulletins  descriptive  of  manufacture  of  flour  from  large 
firms  as  Washburn-Crosby  Co.,  etc. 

Ladies  Home   Journal — February,   1921,   "Making  Friends 
with  Vitamins." 

"Child's  Book  of  the  Teeth"— Brackett,  World  Book  Co., 
Chicago,  111.,  Price  60c. 

"Good  Teeth— The  Importance  of  Good  Teeth  and  the  Pre- 
vention of  Decay." 

Keprint  No.  707 — Public  Health  Reports,  Treasury  Dept., 
U.  S.  Public  Health  Service,  Washington,  D.  C. 

"Care  and  Feeding  of  Children" — Morse,  Harvard  University 
Press,  Cambridge,  Mass.,  Price  60c. 

"Feeding  the  Family" — Rose,  MacMillan  Co.,  New  York,  N. 
Y.,  Price  $2.00. 

"Fundamental  Basis  of  Nutrition" — Lusk,  Yale  University 
Press,  New  Haven,  Conn.,  Price  $1.00. 

"Keep  Well  Stories  for  Children"— Jones,  J.  B.  Lippincott 
&  Co.,  Price  60c. 


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Dried  vegetables  as  beans,  peas,  etc., 
are  not  as  completely  nor  as  easily  digest- 
ed (due  to  gas  formation  in  intestinal 
tract)  as  other  foods  serving  the  same 
purpose,  and  therefore  are  not  recom- 
mended for  children  unless  served  in  form 
of  a  puree  or  strained  soup. 

Write  to  Extension  Dept.,  Michigan 
Agricultural  College,  Lansing,  Mich.,  for 
literature  on  Boys'  and  Girls'  Club. 

Most  common  causes  of  spoiling  are 
minute  plants  (bacteria  —  yeasts,  molds) 
found  everywhere  which  feed  upon  plants 
and  vegetables. 

Vegetables  may  be  preserved  by 
Canning 
Drving 
Pickling 
Storing 

See  Farmers'  Bulletin  No.  1211,  "Home 
Canning." 

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25 


GROUP  III 

7th  and  8th  Grades 

SUGGESTED  PROBLEMS 


In  developing  these  class  problems,  it  would  probably  be  desirable 
for  each  pupil  to  select  one  family  group  (which  may  be  hypothetical 
if  preferred),  and  develop  their  problems  with  this  one  group  through- 
out the  term. 

The  members  should  be  named  and  ages  assigned  in  order  to  make 
the  problems  real.  The  first  checking  is  suggested  so  that  the  planning 
will  be  within  the  incomes  and  possibilities  of  the  group. 


PROBLEM  I 

Have  each  pupil  check  food  record  for  a  week  and  from  these  work 
out  menus,  giving  members  and  ages  of  family,  and  distribute  (with- 
out names)  to  the  class  for  criticism. 


PROBLEM  II 

Calculate  approximate  cost  of  menus  given  according  to  current  prices. 

(a)  Suggest  desirable  changes  from  the  standpoint  of  nutrition. 

(b)  How  could  you  reduce  the  cost  without    affecting   the  approxi- 
mate nutritive  value? 

PROBLEM  III 

Plan  a  week's  menus,  using  the  least  expensive  foods  available  and 
including  the  largest  possible  variety.  Check  to  show  that  all  food 
groupings  are  included. 

PROBLEM  IV 

Work  out  each  recipe  for  above  and  group  in  a  booklet 

PROBLEM  V 

Work  out  a  plan  for  serving  a  hot  school  lunch  in  your  school.  Look 
over  the  plans  sent  out  by  various  states  to  see  if  you  have  included 
all  the  essentials.  In  making  the  plan,  adapt  it  to  conditions.  If  only 
one  hot  dish  is  possible,  plan  menus  accordingly. 

PROBLEM  VI 

Work  out  a  poster  showing  the  advantages  of  the  hot  school  lunch 
plan. 

PROBLEM  VII 

Plan  a  week's  menu,  giving  cost  for  your  school  lunch. 


26 


PROBLEM  VIII 

Plan  a  week's  menu  for  a  camping  trip  for  twelve  boys  and  girls. 

Make  out  a  grocery  list  of  supplies  and  utensils  necessary  for  the 
preparation. 

PROBLEM  IX 

Plan  a  menu  suitable  for  your  school  to  serve  to  your  parents  and 
visitors  at  the  end  of  the  school  year. 

PROBLEM  X 

Find  out  from  your  supervisor  the  weekly  allowance  he  makes  to 
poor  families.  Plan  how  that  money  could  be  spent  to  the  best  advan- 
tage for  your  school  family.  Is  it  enough  to  provide  the  proper  nutri- 
tion for  the  children? 


PROBLEM  XI 

Plan  a  lunch  for  a  person  recovering  from  sick  headache.  Plan  a 
lunch  for  your  father,  who  has  come  in  from  a  trip  to  town*  on  a  cold 
day.  Plan  a  lunch  for  a  child  who  has  a  feverish  cold.  Plan  a  lunch 
for  your  grandfather,  who  is  old  and  feeble. 


PROBLEM  XII 

Plan  a  dinner  for  threshers  (men  who  do  hard  physical  work)  that 
will  be  satisfying — well  selected,  and  not  too  expensive  or  difficult  to 
prepare. 


27 


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REFERENCES 

lee  Bulletin  "Further  Steps  In  Teach- 
Health,"  page  7.  A  complete  physical 
mination  is  necessary  in  order  that 
cial  defects  which  interfere  with  nu- 
lon  and  growth  will  not  be  overlooked. 

lee  Bulletin  "What  Is  Malnutrition," 
;es  1-7. 

)ne-third  of  the  men  between  the  ages 
twenty-one  and  thirty-one  in  our  first 
ly  draft  were  thrown  out  as  physically 
it. 

L  study  of  these  men  made  by  the  Chil- 
n's  Bureau  indicated  that  their  de- 
ts  (for  the  most  part)  were  due  to 
k  of  medical  attention  or  to  bad  nutri- 
i  before  they  were  six  years  old. 

lee  Bulletin  "What  is  Malnutrition," 
;es  10-11.  Strong  bones  and  teeth  are 
>ossible  without  the  proper  kind  of 
d.  The  diet  must  contain  plenty  of 
e  or  calcium  salts  and  phosphorus. 

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does  a  life  insurant 
a  physical  examinal 

does  this  involve? 

desirable  for  chi 
I  examinations? 

did  the  Children's 
g  and  measuring 
and  small  children 

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Rickets,  according  to  a  number 
trition  specialists,  is  directly  a  re 
faulty  nutrition  in  young  childrei 
prevention  the  diet  should  be  high 
or  calcium  salts  and  also  the  fat 
vitamin  (whole  milk  is  a  most  v 
source  of  both  of  these  nutrients). 

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See  "Standards  of  Nutritioi 
Growth/'  page  11. 

See  "What  is  Malnutrition,"  ps 
and  15. 

Digestive  disturbances  may  be 
by: 
1.  Incomplete  mastication  of  fo 
2.  Eating  of  too  rich  food. 
3.  Overeating. 
4.  Eating  a  heavy  meal  when 
over  wrought  or  exhausted,  etc. 

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Nervous  Diso 
Anemia  — 

Malnutrition 
Underwei 
Overwei& 

Dullness  and 

Digestive  disi 
Stomach 

DISCUSSION 

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5.  Eating  of  large  amounts  of  very 
ncentrated  or  irritating  foods.  (Pickles, 
tsup,  highly  spiced  or  very  sweet  foods 
all  sorts  are  irritating  to  delicate  walls 
alimentary  tract  and  should  never  be 
ed  for  children.) 
6.  Improper  observance  of  other  good 
alth  habits. 

Constipation  is  one  of  the  most  common 
s  of  modern  life  —  and  of  more  import- 
ce  than  is  usually  realized. 

a.  Common  Causes 
1.  Diet  with  little  residue  or  bulk 
2.  Lack  of  exercise 
3.  Lack  of  regularity 
b.  Results 

If  waste  products  are  not  eliminated 
they  will  decompose,  forming  harm- 
ful products  which  are  absorbed  into 
the  blood  stream 

Minor  effects 
Headache 
Dizziness 
Languidness 
Indigestion 
Poor  complexion 
Trouble  with  circulation 
Lowered  body  resistance,  etc. 

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REFERENCES 

6.  Salads  —  the  coarser 
7.  Nuts. 

The  individual  factor  shou 
considered  in  planning  a  die 

"More  than  fifty  per  cent 
(as  hardening  of  the  arterie: 
pressure,  certain  kidney  <  lisor 
etc.)  that  afflicts  mankind 
middle  milepost  or  further  < 
unpardonable  and  avoidabl 
diet." 

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Food  spoils  due  to  the  action  of  some 
form  of  plant  or  animal  growth.  Most 
common  causes  of  spoiling  are  the  minute 
plants,  always  found  in  the  air  (called 
bacteria,  yeasts  and  molds).  Since  all 

dust  is  laden  with  these  plants,  food 
should  not  be  exposed  to  the  air  unneces- 
sarily. Like  other  plants,  these  micro- 
scopic plants  need  food,  warmth,  and 
moisture. 

Methods  most  commonly  used  in  pres- 
ervation of  fruits  and  vegetables: 

1.  Low  temperature  or  storage. 
2.  High  temperature  or  sterilization. 
3.  Drying. 
4.  Harmless  preservations  as  sugar, 
salt,  vinegar  and  spice. 

Winter  vegetables  may  be  preserved  for 
use  by  proper  methods  of  storing.  If 
cellar  is  used,  it  should  be  clean,  well 
ventilated  and  of  proper  temperature. 

Write  U.  S.  Dept.  of  Agriculture  for 
Farmers'  Bulletin  No.  841,  "Drying  Fruits 
and  Vegetables  in  the  Home." 

*Drying  done  at  a  low  temperature  does 
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